مسعود طاهرپور کلانتری

Professional ethics is one of the factors of teachers' professional development, which leads to the growth and strengthening of teachers' professional development. The current research was conducted with the aim of the relationship between professional development and professional ethics, considering the mediating role of the application of adult education principles in teachers of Sarayan city.               

This research was applied in terms of purpose and descriptive in terms of correlation type. The research population of all primary school teachers in Sarayan city in the academic year 2018-2019, which are 140 people, and the sample of the research, which was conducted by simple random sampling method, with the Morgan table, the sample size was 103 people. The research tools were three standard professional ethics questionnaires, teachers' professional development questionnaire, and a researcher-made questionnaire on the principles of adult education. The content validity and reliability of the questionnaires were estimated based on Cronbach's alpha coefficient of 0.83, 0.86 and 0.89, respectively. To analyze the data, descriptive statistics (mean, standard deviation) and inferential statistics (one-sample t-tests, correlation coefficient and path analysis) were used in SPSS version 22 software and Lisrel software.

The results showed that the application of the principles of adult education for the second, fourth, fifth, eighth and ninth standards (creating and maintaining a learning atmosphere, measuring and communicating with learning results, evaluating and reflecting on learning and teaching, content knowledge, using educational technology) is mediated. It is a suitable tool for predicting teachers' professional ethics.

setting standards in teacher training programs and applying the principles of adult education in teacher training courses can improve teachers' professional ethics.

Education is the foundation of sustainable human development and is considered the main tool to achieve development goals. Educational systems are regarded as the main pillar of transformation in societies and the major factor in improving human capital. In this context, teachers are the most important agents in the process of curriculum implementation.

Research Questions:

The main research question of this study was as follows: What are the indicators and components of teachers’ professional development?

The present research is a research synthesis, which collated specific factors pertinent to teachers’ professional development as reported in the literature. The reason for using the research synthesis as the study method was that the authors intended to integrate various research findings. In some cases, a research synthesis is referred to as a qualitative metaanalysis aimed at analyzing a relevant body of literature and integrating the results while resolving the potential contradictions in it. It also identifies key issues for future research (Hedges & Cooper, 2009) and creates generalizations by combining the results of experimental research (Khorasani, 2014). Content analysis was used for data synthesis. Furthermore, open, axial, and selective coding procedures were performed to examine the collected data. This study adopted Roberts’ (1983) six-stage model of research synthesis to analyze the findings. These stages included the followings: 1- identifying and clarifying the needs, 2- searching the related sources to retrieve studies, 3- selecting, refining, and organizing studies, 4- determining the perceptual framework and adapting it to the information obtained, 5- processing, combining, and interpreting the results, and

The results showed that the professional development of teachers required many changes at the individual, organizational, planning, and challenges to the professional development levels and that these four levels/dimensions are interconnected. To achieve the goal of improving human resources in education, teachers’ professional development in all these four dimensions requires the adoption of a trans-organizational and national perspective. In the individual dimension, the components of teachers’ professional development revolved around motivational axes, individual dimensions effective, teachers’ interactions, and the characteristics of teacher educators. In the organizational dimension, teachers’ professional development included four indicators, namely, supervision and evaluation of professional development programs, managerial approach and the components of human resources management, the support of professional development activities in the organization, and provision of a suitable career path in the organization providing the possibility of promotion and professional development of teachers. The planning dimension comprised attention to knowledge management in educational organizations, the use of self-directed and individual approaches (e.g., individual action research), and participatory approaches in teachers’ professional development (e.g., use of mentoring and coaching approaches). Finally, the challenges to the professional development dimension entailed defective need analysis, challenges to planning training courses, economic challenges, accessibility, the development of personal and social skills, and the use of new tools, including social networking platforms (e.g., Twitter) and online platforms) in professional development.

Improving teacher quality plays a pivotal role in improving education. Paying attention to teachers’ professional development, as a means to improving human resources in educational organizations, is one of the crucial strategies in human resources management in government organizations. The professional development includes formal and informal learning experiences that teachers acquire from the beginning of their careers to the time of retirement. Professional development of teachers is critical to improving educational systems. This is of great importance to, in particular, the Iranian education system, which suffers from numerous fundamental weaknesses in the area of human resources management. According to the above findings and discussion, it can be stated that teachers’ professional development, as a process, does not depend on only one of the above-mentioned four dimensions. It is hoped that the core dimensions, along with their associated components, presented in this study can provide the basis for improving the current models of professional development and developing new alternatives.

The next age is the age of networks, but not technology networks, but human networks and the age of human intelligence in global networks, and the role of teachers as the core of the education system will be increasingly considered. The purpose of this study is to identify the main factors and map out scenarios that are credible and desirable for the professional development of teachers in South Khorasan Province. 

This research is of applied type and has been done with new methods of futures research (Delphi and scenario). Also, the methods of collecting field information are documentary and library. Mick Mac software and Wizard scenario were used to analyze the indicators and variables. The statistical population consisted of 30 professional development specialists including teachers, experts and education managers who were selected purposefully (criterion-based). The criterion of purposefulness is having a master's degree and at least 15 years of service. Participants in the study included 15 teachers, 10 principals of these schools and 5 human resource training experts of education departments. Discussion and

The results of this study showed that 13 main factors are effective in the professional development of teachers in South Khorasan province. These factors include the development of teachers' abilities in individual and social roles, scientific developments, the position of teachers in society, the level of cooperation and interaction with teachers and professionals, the development of cognitive and self-learning abilities, motivational status and interest in jobs, the development of school culture and professional ethics. Government and public financial support for teachers and schools includes attention to specialization, technology development, social media, media literacy, school reliance, attention to effectiveness, and the development of communication (local, national, and international). These factors lead to 39 possible situations based on scenario analysis. After analyzing the possible situations, 6 plausible scenarios and 3 scenarios with strong probability of occurrence in the professional development of South Khorasan province were identified.

The aim of this study was to investigate the effect of two-way question teaching method on self-efficacy, self-esteem and academic achievement of sixth grade students in the city of Sarayan. This research was applied in terms of purpose and quasi-experimental in terms of method. The total research population of sixth grade elementary school students in Sarayan and the research sample was random sampling method which was estimated to be 30 people using Morgan table. The research tools were three questionnaires of student self-efficacy of Jink and Morgan (1999), Coopersmith self-esteem (1967) and academic achievement. The content validity of the questionnaires and their reliability based on Cronbach's alpha coefficient are 0.83, 0.81 and 0.89, respectively. Descriptive statistics (mean, standard deviation) and inferential statistics (analysis of covariance) were used to analyze the data in SPSS software version 22. The results showed that two-way questioning training on the components of talent with a significant level (0.024) and effort with a significant level (0.009) and components of general self-esteem with a significant level (0.001), family self-esteem with Level of significance (0.001), social self-esteem with a significant level (0.001) and academic achievement with a significant level (0.002) are effective.

The future is the age of networks, but not technology networks, rather human networks and the age of human intelligence in global networks. In this regard, the role of teachers, as the core players in the education system, their professional development will be increasingly important. The present study aimed to design a model for the professional development of elementary teachers using a future research approach. Research questions What are the key elements of a conceptual model of professional development with a future studies approach?

This applied research used a theoretical framework to identify the concepts that underlie the basic nature and structure of elementary teacher professional development. In addition, the relationships between the identified concepts were examined. In fact, the study method had two dimensions, namely, experimental and philosophical. The empirical dimension of the theoretical framework required an understanding of the real world of the curriculum, which can be achieved through scientific, ethnographic, phenomenological, or other appropriate types of research. The philosophical dimension required detailed knowledge of concepts and theoretical processes involved in the phenomenon under study (Short, 2015). In this study, the researchers utilized a future research approach to develop a model for the professional development of elementary teachers. For this purpose, a field study was conducted using the existing literature and surveys. The research tool was a semi-structured interview. The participants were selected through a purposeful (criterion-based) sampling technique, and the inclusion criteria included the followings: at least 25 years of experience in teaching and a master’s or doctoral degree. Sampling continued up until theoretical saturation was reached. The study sample included 10 elementary teachers, 3 principals, and 2 human resource training experts working in Sarayan Education Department, Sarayan, South Khorasan Province, Iran. The criteria suggested by Lincoln and Cuba (1980) were used to ensure validity and reliability. To assess the transferability of the findings, experts’ opinions were consulted. The reliability of the findings was evaluated by measuring the level of agreement between coders, and peer debriefing was used to assess the validity of the findings.

Based on the findings, the conceptual model of professional development for elementary teachers comprised four elements, namely, religious, cultural and social, political, and economic knowledge. Given the potential weakening of the position of religion in the future and challenges facing this element, religious knowledge was decided to be the basis and axis of professional development in future professional development programs for teachers. According to the findings, teachers’ professional ethics has not received enough attention. Also, cultural and social factors, as one of the four main elements of the model of teacher professional development, should be given due attention because in the future, due to globalization and increasing cultural diversity, future educational environments will be at the heart of cultural exchanges between different countries. Thus, it is necessary to prepare educational stakeholders, especially teachers, for a globalized world in the future. Given that teachers’ voices are not adequately reflected in education policies, effective political strategies and policies, such as decentralization, should be included in future teacher professional development programs. Due to the declining income of families, economic fundamentals should be included in the teacher professional development programs in the future. In addition, the developed model had two dimensions: internal and external. The former included the individual aspect, skills, and content, and the latter entailed technology, organization, and communication. Based on the obtained results, three scenarios, including the desired type, the existing type, and the critical type, can be explained by the model. Finally, it is suggested that teacher professional development programs in the future try to improve teachers’ knowledge and metacognitive and critical skills and foster the development of social status in society, political literacy, participation in virtual and non-virtual content production, national and global identity, professional ethics. Also, such programs need to attract financial and public support and promote technology infrastructure development and specialization in the field of technology.

With regard to technology, it is suggested that low-income schools be provided with basic technology infrastructure, interactive software, and cyberspace on a secure platform. It is equally important that teachers be offered continuous educational courses in applied technology and its integration with education. The current trend of teacher burnout and teacher shortage and the possible continuation of this trend in the future make it necessary that future student enrollment in Farhangian University be decided based on students’ skills and competence. Since some teachers lack the skills required during the process of teaching, it is suggested that future teacher professional development programs provide teachers with study opportunities as well as specialized courses focused on cooperation with the scientific community. These measures are hoped to remove barriers to continued education for teachers. Due to the limited involvement of teachers in different educational decision-making processes, it is suggested that teachers be involved in curriculum design and textbook development. By the same token, it is highly advisable that the macro and micro educational policies be formulated with the help and collaboration of teachers.

The present research Predictability level of job satisfaction Based on the components of transformational leadership and job motivation Personnel Basij at the Sarayan city. The method of the research is the practical purpose and data collection, descriptive from correlation type. The statistic population consisted of all Personnel Basij at the Sarayan city, According to the latest statistics, there are 286 , 164 peoples were selected for Kukran sample making formula. Sampling method in this study is multistage cluster sampling. According to the research objectives were used for collecting data from standard questionnaires transformational leadership, motivation and job satisfaction. To validate the questionnaire, was use content validity. reliability was estimated through Cronbach’s alpha coefficient on Pilot study (Job satisfaction 0/94, transformational leadership 0/89, job motivation 0/91) too. . Information obtained in this research using descriptive statistics(Frequency, percentage, charting, table editing and Standard deviation ) and inferential statistics (correlation coefficient, regression, one sample t test,) were analyzed. The Findings showed Between transformational leadership and its subscales motivation and positive relationship with job satisfaction. Also the transformational leadership are a good predictor for job satisfaction. Job Satisfaction In addition to being a great impact on the private lives of Basij forces that could have an impact on the entire community.

The aim of this study was to determine the methods of monitoring the descriptive academic achievement evaluation process in primary schools in South Khorasan province. The research method in this research is descriptive-survey. The statistical population of all teachers in South Khorasan province is 843 people and primary school principals in South Khorasan are 266 people and the number of primary education departments in South Khorasan province is 40 people. A sample with a volume of 265 first, second and third grade primary school teachers, 159 primary school principals and 36 primary school departments, taking into account gender and educational level, has been used. Made and used. The data obtained in this study were analyzed using descriptive statistics (relative frequency, table development, standard deviation and mean) and inferential statistics (correlated t-test). The results showed that current methods of monitoring the descriptive evaluation process in the province. South Khorasan is an indirect monitoring method. Among the other results of this study, the most important strengths of the indirect monitoring method on the descriptive evaluation process in South Khorasan province include: participating in in-service descriptive evaluation courses, using supervisors of learners 'and parents' reports to Assisting teachers is the supervisor's use of other teachers' reports In order to assist teachers, the supervisor uses descriptive evaluation workshops.

cognitive researchers have done considerable research on mathematics education and introduced the cognitive approach as one of the important approaches in effective mathematics education. importance of this approach in this area, the present study investigates the effect of education based on a brain-centered approach on the mathematical learning of fourth grade elementary students. For this purpose, 50 fourth grade elementary school students in Birjand were randomly divided into experimental and control groups and the concept of multiplication and division was selected from the fourth grade elementary mathematics textbook. Using research on how to apply the brain-centered approach to mathematics education, a teaching method based on this approach was designed for the concept of multiplication and division. First, the researcher-made math pre-test was performed on students, and then training was provided for the control group in the usual way and for the experimental group based on the brain-centered approach. In the end, the math post-test was performed. Findings showed that mathematics education with a brain-centered approach to the usual method has a positive and significant effect on the levels of understanding and application of the cognitive domain of learning and attention and responding to the emotional domain of students' math learning.

One of the major issues in education, given the expansion of the human resources community, especially teachers, is the strengthening of human resources. Teachers are one of the most important variables that need to be changed in order to improve educational systems. The purpose of this study is to investigate the current situation of professional development of primary school teachers.

The approach of the present study was qualitative and based grounded theory approach. The statistical population included all the agents involved in the professional development programs of teachers in South Khorasan province who were selected through purposive sampling of the criterion type. Data were obtained through semi-structured interviews with 12 teachers, 4 school principals and 2 human resources education experts in South Khorasan. In order to analyze the data, open, axial and selective coding methods were used. In order to keep each of the participants in the research process confidential and to observe the research ethics, a code was assigned to each of them. The data collection tool in this study is a semi-structured interview. Lincoln and Cuba (1980) criteria were used to ensure validity and reliability. In the field of validity, the method of controlling the participating members was used. In the field of portability, the findings were made available to experts. In the field of reliability, the method of agreement between coders was used and in the field of peer verification and peer verification.

The results of the research show thirty-three central concepts and thirteen selected categories, which in the form of a five-factor model include lack of proper program and unprofessional view of professional development as a central category and causal conditions ( Individual and organizational factors), contextual factors (environmental and organizational factors), facilitator intervention conditions (motivation, needs assessment and empowerment programs), restrictive intervention conditions (program challenges and challenges) Financial and policy (strategies) (current and actions felt needed) and consequences (reduction of motivation and waste of resources) were organized.